Key learning outcome: To write a story about overcoming a monster. Medium-term plan

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1 Key Stage: Upper KS2 Y5/6 Genre: Fiction Text: Beowulf by Kevin Crossley-Holland Length of sequence: 3 weeks Key learning outcome: To write a story about overcoming a monster Elicitation task: Share with pupils the blueprint of an overcoming-the-monster story. See an example below. Model how to elaborate at each point and talk through a story. Pupils should then do this in pairs, before writing their own story. Use the outcomes from this to adapt the medium-term plan and age-related learning outcomes. Medium-term plan Reading Increase their familiarity with a wide range of books, including fiction from our literary heritage. Identify and discuss themes and conventions in and across a wide range of reading. Draw inferences, such as inferring characters feelings, thoughts and motives from their actions, and justify them with evidence. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Writing Plan writing by identifying audience and purpose, selecting appropriate form and using similar writing as models for their own. Note and develop initial ideas, drawing on reading and research where necessary. In narratives, consider how authors have developed characters and settings in what they have read. Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance. Use a wide range of devices to build cohesion within and across paragraphs. Grammar Use semi-colons to mark boundaries between clauses (Y6). Use hyphens to avoid ambiguity (Y6). Expand noun phrases to convey complicated information concisely (Y6). Terminology Y5: noun phrase, comma, cohesion Y6: hyphen, semi-colon Spoken language Pupils should be taught to use relevant strategies to build their vocabulary. 1

2 Age-related learning outcomes Working at national standard Working at greater depth within the national standard Write in paragraphs with links between them. Use alliteration. Expand nouns. Use a range of punctuation to aid meaning. Use a range of sentence constructions. Use the power of three. Use semi-colons to link sentences. Guided group writing targets Group 1 Group 2 Group 3 Group 4 Group 5 Teaching Familiarisation/Immersion in text/analysis This sequence is based on the first half of the book, in which Beowulf takes on Grendel and Grendel s mother. Learning about the text Reading Set up a shared area for pupils to role-play being the storyteller. With you in role as the storyteller, write, map and learn the bare bones of the story to tell pupils. Make sure you include the features that you want pupils to use in their writing. Read the book in story time. Gather pupils initial responses to the story. You could use a likes/dislikes/puzzles/patterns chart, or just have an open discussion. Record responses on the working wall, including any questions raised. Pupils identify sections they particularly like, then map, learn and remember them. Focus on the characters of Unferth and Beowulf. Using freeze-frames from various parts of the text, explore how the characters are feeling. How is this text organised? Plot the story with pupils, using the overcoming-the-monster pattern (see example below). Focus on paragraphing. Take a short section (e.g. pages 6 and 7) and explore the reasons for starting a new paragraph, the impact of paragraph length on pace and tension, and how paragraphs are linked. Pupils explore the ideas in the section that they have learnt and remembered. Use a photocopy of the section so that they can annotate, highlight and circle parts of the text. Jot down findings for success criteria. Model writing about preparing to go on a school trip, using the findings from the paragraphs on pages 6 and 7. Pupils write their own version based on a family trip. 2

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4 Grammar Collect examples of the use of semi-colons on long strips of sugar paper. Ask pupils to come up with rules for using them based on what the author does (listing clauses, joining two closely related sentences together). Discuss the fact that this is a style choice. Could you use a full stop? Could you use a conjunction? Go back to the text and talk about why Crossley-Holland has used a semi-colon. Give each child a sentence on a strip of card. Ask them to talk to other pupils and find a different sentence that they could join with a semi-colon. In pairs, pupils say the sentences with all the punctuation (and an action if you use them). Then ask pupils to record the sentences. Use the illustrations to do usual words in unusual combinations. Collect words and phrases to describe elements in the picture and record them on the working wall. Generate lists of words and put them in two columns, followed by some nouns. Choose words or phrases from the columns and finish with a noun to create a noun phrase. Look at how the author uses hyphens in his noun phrases. Why does he do that? Do any of the phrases need hyphens or commas? Record examples on the working wall. There is a very strong patterning of three in this text. Using photocopies, ask pupils to cut out the patterns of three and then cut them up into three and arrange them one under each other. What is being patterned (nouns, determiners, pronouns, clauses, verbs, sentences)? What effect do they have in the story? Model transforming these patterns of three to fit other situations (e.g. a long bright gaze, a slow nod, a half smile transformed to describe someone who is angry). Summarise the purpose, organisation and language features in order to generate success criteria for writing (either teacher or child generated). Practising writing With pupils, create a class monster. Discuss the problems that heroes have with monsters. Pupils will draw heavily on animations and superheroes here. Jot down ideas and then choose one of them for the story. Model completing the Text structure chart with your new hero and monster, talking through what could happen at each stage. What other stories do pupils know that fit this pattern? Convert the bare bones map into a map for your story, talking through where you will expand it. Take your examples of the power of three and decide where you might use them for effect in your story. Make notes on your map about where they might go. Using images of pollution and chemicals that relate to the story you have created, generate words to describe them. Use the usual words in unusual combinations activity from the previous phase. Record some of the phrases on the working wall and consider whether any need hyphens to make them clear to the reader. Talk through your map, modelling clearly how each section could be expanded, thinking about the use of paragraphs their size and how that adds to the effect/meaning of the story. Shared writing Model writing the story (this may need to be done in parts), showing pupils how and why to use paragraphs, alliteration, hyphens, semi-colons and powers of three. Pupils write their own version of the story. Model editing for improvement. Provide feedback about aspects children need to develop further when they write independently. Independent writing Pupils create their own monster and hero. Using the list generated in the previous phase, choose a problem and resolution to go with the characters. Collect images of the settings and some that support the problem. Using the Text structure chart, create the bare bones of the story and then convert the map into your own story. Generate words and phrases to describe the settings, using the usual words in unusual combinations activity. Pupils record the ones they want to use and consider the use of hyphens where necessary. Convert the powers of three into ones that would work in the context of the new stories, and explain where they are going to be used and why. Tell the story, using the map and elaborating at appropriate points. Tell your story to a small group of pupils in the class and take feedback about effectiveness. Support pupils in their writing through revising and editing. Present the writing in a book. Compare and comment on the progress made from the elicitation task to the Independent writing. 4

5 Overcoming the monster structure Features of plot Simplified features of plot 1 Anticipation stage and the call Usually become aware of the monster from a distance. Become aware of the destructive power of the monster. Hero is called to defeat the monster. 2 Dream stage Hero moves towards the monster. Still a feeling of safety and comfort. 3 Frustration stage We come face to face with the monster. Hero seems really small and almost feels as if they are falling into the monster s clutches and that the struggle can only have one outcome. 4 Nightmare stage Nightmare battle where odds seem stacked against the hero. But at the climax, just when all seems lost, comes the reversal. 5 The thrilling escape from death In the nick of time the monster is dealt a fatal blow; its dark power is overthrown. The hero emerges to enjoy the prize; a great treasure, union with the princess, succession to some kind of kingdom. 1 We meet the monster and the hero. 2 The hero moves towards the monster but still feels safe and comfortable. 3 The hero and monster meet. They battle and it looks like the hero might fail. 4 There is a big battle where all seems lost but is finally won. 5 The monster is dealt a fatal blow and its dark power is overthrown. The hero enjoys the prize. 5

6 Text structure Overcoming the monster Text model Practising writing Independent writing We meet the monster and the hero. The storyteller tells Beowulf and others the story of the monster Grendel and sets the scene that Grendel is still terrorising the people. The teacher tells the class the story of a monster who is polluting the environment with chemicals and insecticides. Charlie is part of the class. The hero moves towards the monster but still feels safe and comfortable. Beowulf and his men set off for Denmark and when they land they head for the Great Hall. Charlie and his friends set off to the forest where they have heard that the monster is now destroying the landscap. The hero and monster meet. They battle and it looks like the hero might fail. That night, Grendel comes to the hall and kills more warriors. Beowulf and Grendel fight and Beowulf rips Grendel s arm off. Grendel escapes. Beowulf goes after him and meet s Grendel s mother. That night the monster comes to the forest to pour more chemicals on it and Charlie rips off his arm but the monster escapes. Charlie goes after him and meets the monster s mother. There is a big battle where all seems lost but is finally won. They fight in an underwater hall with Grendel s mother stabbing at Beowulf s heart. They fight in a cave in the mountains with the monster s mother slashing at his arms and legs. 6

7 The monster is dealt a fatal blow and its dark power is overthrown. The hero enjoys the prize. Beowulf spots a sword, made by giants, and uses it to cut the monster s head off. Beowulf swims to the surface of the water. The prize is the two peoples no longer at war but now friends and all the treasure that the monster had collected. Charlie spots a chemical that he knows will dissolve the monster and pours it over them. He comes out of the cave with all the treasure that the monster had collected. 7

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